scholarly journals Creating miniature ecosystem to increase student learning outcomes through guided discovery learning

2021 ◽  
Vol 6 (01) ◽  
pp. 9-16
Author(s):  
Fatikhatun Nikmatus Sholihah ◽  
Suci Prihatiningtyas
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Significant Difference ◽  
Post Test ◽  
Cognitive Learning Outcomes

Basic ecology is the basic science that studies the interrelationships between living things and their environment. One of the content in this course is terrestrial ecosystems. The aim of learning this subject is students can carry out experiments (practicum) both in the laboratory or in the UNWAHA environment. This research aims to improve the cognitive learning outcomes of students by applying guide discovery learning in making miniature ecosystems. This research uses a pra experiment design. This research uses a one-group pretest-posttest design research design that is doing a pre-test before implementation and a post-test after implementation. To know the increase of student's cognitive learning outcomes through guide discovery learning, used N-gain test and paired sample t-test. The research instruments used are observation sheets and tests (pre-test and post-test). The results showed that the cognitive learning outcomes of students increased with an average grade of 64 to 84. N-Gain results show that two students of low category, 16 students of moderate category, and three students of high category students. Based on the results of the t-test obtained Sig < 0.05 is 0.00. Then it can be stated that there is a significant difference between the value of pre-test and post-test. In other words, there was an increase in student learning outcomes after the implementation of discovery learning guide learning. Based on the average class and t-test results, concluded that guided discovery learning can increase student's cognitive learning outcomes.

scholarly journals The Effect of Using Schoology-Assisted Inquiry-Based Student Worksheet on Student Learning Outcomes

2021 ◽  
Vol 9 (3) ◽  
pp. 257
Author(s):  
I Dewa Putu Nyeneng ◽  
Ni Made Dilla Agesta ◽  
Hervin Maulina
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Second Law ◽  
Guided Inquiry ◽  
Newton's Second Law ◽  
Cognitive Learning Outcomes

This study aimed to determine the effect of Schoology-assisted inquiry-based student worksheets on Newton's Law II material on students’ learning outcomes. The population in the study were all students of class X IPA. There are only two classes of X IPA at SMA Yadika Bandar Lampung, so the two classes were used as controlled and experimented classes. Controlled and experimented classes were chosen randomly, so it was determined that class X IPA 1 was the controlled class and X IPA 2 was the experimented class. The research method used was a quasi-experiment with a non-equivalent control group research design. The experimented class used a Schoology-assisted inquiry-based student worksheet, while the controlled class was given conventional learning. The two classes were given a different treatment, the experimented class implemented learning using guided inquiry-based worksheets, and the controlled class used a learning model that the physics teacher had implemented in the class. Before and after learning in both classes, five questions with HOTS level were given so that pretest and posttest data would be obtained as learning outcomes data. The data were analyzed by three tests: N-Gain, Independent Sample T-Test, and Effect Size Test. Based on the results of data analysis, there was an increase in cognitive learning outcomes in the controlled class, which was 0.21 included in the low category, while learning outcomes of the experimented class increase were 0.47 included in the moderate category. Besides that, the independent sample T-Test earned a value of sig. 2-tailed of 0.000, so it can be seen that there was an effect of using guided inquiry-based worksheets assisted by Schoology on Newton's Second Law towards students’ learning outcomes. In addition, the effect size test results showed a moderate category, so it can be concluded that Schoology-assisted inquiry-based student worksheet on Newton's second law material affects student learning outcomes. Based on the effect size test, the cohend's d value was 0.98 with a large category. This proved that the use of Schoology-assisted inquiry-based student worksheets had a moderate effect on students' cognitive learning outcomes.

scholarly journals Meningkatkan Hasil Belajar Ekonomi Siswa dengan Model Pembelajaran Kooperatif Tipe Mind Mapping

2021 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Gabby Farada Mayura Arifin ◽  
Luh Indrayani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test

Mind mapping, or the term Mind Mapping and Problem Based Learning, both researchers apply as a model in the examiner class and the monitoring class in this research learning. This research is aimed at notifying whether or not a significant difference can be found between the two or not in economic lessons that are focused on student learning outcomes. In the class of examiners who use Mind Mapping as a model in learning, the researcher uses X IPS 1 in this research. Meanwhile, in the review class that used Problem Based Learning as a model in learning, researchers used X IPS 3 in this research. Quasi-experimental design, or a method that is designed without randomizing the examiner class and the monitoring class in the research and is only given a post-test after being given treatment, otherwise known as the Non-Equivalent Post-Test Only Control Group Design which the researcher uses as this research method. . All students in class X totaled 90 people, each of whom was divided into 3 classes into the population in this research. Sampling technique , known as Simple random samplingSimple Random Sampling, is also the researcher's choice of in this research, from 3 population classes, the researcher chooses X IPS 1 and class X IPS 3 to be the sample. The post-test was chosen as the data collection method, after the post-test data was obtained then the data would be analyzed using a technique from the t test (partial test) which in English is known as the independent sample t-test. Researchers received the results from the computer statistical program SPSS 24.0 for Windows with the results of Sig. (2-tailed) = 0.000. In order to support this research, the significance value must be <0.005, and that means the result of the Significance value in this research is 0.000 <0.005. The results of these researchers used as evidence of acceptance of the research hypothesis in this research, namely that there was a significant difference between student learning outcomes in economic subjects using thetype of cooperative learning model and Mind Mapping student learning outcomes in economic subjects usinglearning models Problem Based Learning in class. X SMA Negeri 3 Singaraja, 2020/2021 academic year.

scholarly journals PENGARUH MODEL PEMBELAJARAN TWO STAY TWO STRAY TERHADAP HASIL BELAJAR SEJARAH DI SMA NEGERI 7 MEDAN

2019 ◽  
Vol 1 (2) ◽  
pp. 85
Author(s):  
Marcho Alex Samuel Silitonga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Great Influence ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
T Test ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
History Of

This study aims to determine the effect of the application of the Two Stay Two Stray learning model (TSTS) to the history of student learning outcomes at SMA Negeri 7 Medan. The research method used is quasi-experimental. The study population was students of class X IPS with a sample of 65 students consisting of 34 students of class X IPS 2 as an experimental class and 31 students of class X IPS 1 as a control class. Data collection techniques using observation and tests. The data obtained were analyzed using the t-test. The observation results showed that 91% of the experimental class students who took part in learning with the TSTS model got very good average scores. The average post-test value of the experimental class was 80.3, while the average value of the post-test of the control class that followed the learning with the conventional model was 63.70. T-test results for the post-test scores were obtained tcount > ttable (7,004 > 1,670).These results indicate that the TSTS learning model has a great influence in improving the history of student learning outcomes in class XI IPS 2 SMA Negeri 7 Medan.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR SISWA KELAS V MATA PELAJARAN IPA MATERI EKOSISTEM DENGAN MENGGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING

2019 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Dwi Purnomo ◽  
Zuchrotus Salamah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Post Test

This research is based on the problem of the low student learning outcomes in science learning at Muhammadiyah Elementary School Klepu, Sleman Regency. The teacher still uses a conventional learning model so that the learning atmosphere becomes rigid and ultimately makes student learning outcomes lower. Therefore the teacher seeks to use the Discovery Learning learning model to create an interesting and enjoyable learning atmosphere. This study aims to improve learning outcomes of science through the Discovery Learning learning model in fifth grade students of SD Muhammadiyah Klepu Sleman Regency Academic Year 2018/2019. This type of research is classroom action research. This research was conducted in 2 cycles. This research was conducted on fifth grade students of SD Muhammadiyah Klepu Sleman Regency. Data was collected using observation sheets and test questions. The data analysis technique in this study is descriptive analysis. The results of this study indicate that learning through the Discovery Learning learning model can improve student science learning outcomes. The average value of post-test Cycle I is 62.2 and the percentage of mastery learning is 9.5%. In the second cycle the average score of the post-test increased to 80.91 and the percentage of mastery learning was 76.2%. Based on data obtained from the study, it can be concluded that learning through the Discovery Learning learning model can improve student learning outcomes.

scholarly journals Improvement Students’ Activities and Cognitive Learning Outcomes of Hasyim Asy’ari University through Guided Discovery Learning

2017 ◽  
Vol 2 (3) ◽  
pp. 206
Author(s):  
Nur Hayati ◽  
Ninda Ayu Berlianti
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Discovery Learning ◽  
Education Department ◽  
Guided Discovery ◽  
Learning Outcomes Assessment ◽  
Assessment Sheet ◽  
Faculty Of Education ◽  
Academic Year ◽  
Cognitive Learning Outcomes

Learning science is not only related to the acquisition of knowledge but also a process of discovery. Based on learning observations, it was known that the activities and cognitive learning outcomes of Science Education department students, Faculty of Education, Hasyim Asy’ari University Jombang still low. Alternative learning that can be done to improve the activities and cognitive learning outcomes of students was guided discovery learning. This research was Classroom Action Research (PTK) with two cycles were carried out in the second semester of the 2015/2016 academic year. The research instruments were students’ activities assessment sheet, cognitive learning outcomes assessment sheet, learning observation sheet, and questionnaire responses of students to the learning process. Qualitative data were analyzed descriptively and quantitative data were analyzed by comparing the percentage students’ activities and cognitive learning outcomes in the cycle I and the cycle II. The result of this research were the percentage of students’ activities increased from 61,30% to 71,68%. Average of cognitive learning outcomes has increased from 73.68 to 80.04 and the percentage of cognitive achievement increased from 68.18% to 81.81%. The conclusion of this research was the guided discovery learning can improve the students’ activities and cognitive learning outcomes. 

scholarly journals Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Dominggus Rumahlatu ◽  
Kristin Sangur ◽  
Sintje Liline
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Paired Samples ◽  
Significant Difference ◽  
Complex Instruction ◽  
Dependent Samples ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

scholarly journals Problem-Based Learning Effects on Students Learning Outcomes in the Themes of The Potential and Utilization of Natural Resources

2019 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Syamsul Musthofa ◽  
Ketut Prasetyo ◽  
Nugroho Hari Purnomo
Keyword(s):  
Natural Resources ◽  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Significant Difference

This study aims to determine the effect of problem-based learning models on student learning outcomes. This study is Nonequivalent control group design. The sample in this study was class VII which was determined randomly. The material used is the potential and utilization of natural resources. The data obtained are then tested differently using the independent sample t-test. The results showed that the two research classes experienced positive changes regarding student learning outcomes. In the experimental class the problem-based learning model shows learning outcomes that are better than class controls. Calculation of the independent sample t-test posttest shows that students with Sig. (2-tailed) 0.019, where 0.019 <0.05 means that there is a significant difference. The existence of significant differences indicates that there is an influence of problem-based learning models on student learning outcomes.

scholarly journals Analisis Problem Based Learning dan Discovery Learning menggunakan Macromedia Flash pada materi Termokimia

2020 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Freddy Tua Musa Panggabean ◽  
Muhammad Fadli Harahap
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Design Research ◽  
Student Learning Outcomes ◽  
T Test ◽  
Discovery Learning ◽  
Factor B ◽  
Average Value ◽  
Analysis Technique ◽  
Class Interaction

This study aims: (1) to find out wheter the average value of student learning outcomes taught by PBL and DL models is greater than the KKM value (2) to find out whether there is class interaction and motivation on the value of student learning outcomes. This research is type of One-Group pretest-posttest Design research. The analysis technique used is: (1) One sample t-test; (2) Two Way Anava. From the analysis of the learning outcomes data obtained (1) differences in student learning outcomes (80.47  8.3336) taught by applying PBL models using macromedia flash and student learning outcomes (78.269  9.994) are taught by applying the DL model using macromedia flash where a t test of 1.684 is obtained; (2) There a Fhit price of 6.235 > Ftable 4.00 and a sig value of 0.015 < 0.05 meant that the factor A was real; inter-row results (B) have a Fhit price of 0.025 < Ftable 4.00 and a sig value of 0.975 > 0.05 means that the factor B is not real; interaction results (AB) has a Fhit price of 3.860 > Ftable 3.45 and a sig value of 0.027 < 0.05 means that the factor AB is real.

scholarly journals Pengaruh Model Guided Discovery Terhadap Kesadaran Metakognitif dan Hasil Belajar Kognitif Peserta Didik pada Materi Sistem Reproduksi Manusia di MAS Babun Najah Banda Aceh

2017 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Cut Windasari ◽  
Hasanuddin Hasanuddin ◽  
Hasanuddin Hasanuddin
Keyword(s):  
Learning Outcomes ◽  
Reproductive System ◽  
Cognitive Learning ◽  
T Test ◽  
Metacognitive Awareness ◽  
Cognitive Test ◽  
Guided Discovery ◽  
Human Reproductive ◽  
Banda Aceh ◽  
Cognitive Learning Outcomes

This study aimed to figure out the effect of guided discovery model towards metacognitive awareness and cognitive learning outcomes of students in the concept of human reproductive system. This research was conducted at MAS Babun Najah Banda Aceh from April to May 2016. The method used was true experimental with pretest-posttest control group design. The population was all students of four classes namely MIA XI-1, XI MIA-2, XI MIA MIA-3 and XI-4, while the sample were students of two classes of MIA XI-1 and XI MIA MIA-3. The research instruments used were metacognitive awareness inventory sheets and item of cognitive test. The data were analyzed by using independent samples t-test with SPSS 17.0 for windows. The results showed that metacognitive awareness has tcount > t table (3.422> 2.0154), meanwhile, t-test for cognitive learning outcomes also showed tcount > t table (3.089> 2.0154). It can be concluded that guided discovery model affected the increasing of metacognitive awareness and cognitive learning outcomes of students in the human reproductive system concept at MAS Babun Najah Banda Aceh.

scholarly journals Pengaruh Metode Pembelajaran Authentic Material Terhadap Hasil Belajar Bahasa Arab Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Fajriyani Arsya ◽  
Loli Safitri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
T Test ◽  
Control Group ◽  
Authentic Material ◽  
Purposive Sampling ◽  
Significant Difference ◽  
Class Viii

<div><em>This study is quasi-experimental research which aims to determine the effect of authentic material on student learning outcomes on Arabic Language subjects at grade VIII MTsN 6 Agam. The sample of this study was taken using purposive sampling, namely class VIII.1 as the control class and class VIII.2 as the experimental class. The results of the statistical analysis showed that the posttest means score for the experimental group students was 74.00 and the control group was 64.63. Then, hypothesis testing was done using the t-test at the 95% confidence level (α = 0.05). The two similarity test results were carried out to determine whether there were significant differences between the mean scores of the pretest and posttest of the control class and the experimental class. Then it was obtained that t-count&gt; t-table which is equal to 2.484&gt; 2,000 and Sig. (2-tailes) of 0.16&gt; 0.05. Then, according to the basis of decision making in the Independent Sample T-Test, it can be concluded that Ho is rejected and Ha is accepted. It means that there is a significant difference between the average student learning outcomes in the experimental class compared to the control class. In other words, there is a significant effect of using authentic material on the Arabic language learning outcomes of students in the</em>السَّاعَةُ<em>material (time) in class VIII MTsN 6 Agam</em></div><div><em><br /></em></div><p>Penelitian inimerupakan eksperimen semu (Quasy Eksperiment) dengan desain Non equivalent control group design,yang bertujuan untuk mengetahui pengaruh terhadap hasil belajar siswa pada mata pelajaran Bahasa Arab yang diajar menggunakan metode pembelajaran authentic material kelas VIII MTsN 6 Agam.Sample penelitian ini diambil dengan menggunakan purposive sampling yaitukelasVIII.1 sebagai kelas control dan kelas VIII.2 sebagai kelas eksperimen. Hasil analisis sttistik menunjukkan bahwa nilai rata-rata posttest untuk siswa kelompok eksperimen sebesar 74,00dan kelompok kontrol sebersar 64,63. Kemudian, dilakukan pengujian hipotesis yang  menggunakan uji-t pada taraf kepercayaan 95%(α=0.05). Hasil yang diperoleh dari uji kesamaan dua rata-ratadilakukan bertujuanuntuk mengetahui apakah terdapat perbedaan yang signifikan antara mean skor dari pretest dan posttest kelas kontrol dan kelas eksperimen. Makadiperoleh nilai dimanat<sub>hitung</sub>&gt; t<sub>tabel</sub>yaitu sebesar 2,484 &gt; 2,000 dan  Sig.(2-tailes) sebesar 0,16 &gt; 0,05, maka sesuai dasar pengambilan keputusan dalam Uji Independent Sample T-Test dapat disimpulkan bahwa Ho ditolak dan Ha diterima, yang artinya bahwa terdapat perbedaan yang significant antara rata-rata hasil belajar siswa di kelas eksperimen dibanding di kelas kontrol. Dengan kata lain ada pengaruh penggunaan metode pembelajaran authentic material terhadap hasil belajar bahasa arab siswa pada materi السَّاعَةُ (waktu) di kelas VIII MTsN 6 Agam.</p><p> </p>

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